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The links between learning disabilities and food consumption modes are not yet sufficiently explained. The objectives of this study were to describe the dietary behavior of school children, to examine the association between certain dietary patterns and cognitive skills related to learning to read, and to identify, afterward, dietary profiles that are beneficial or harmful to reading acquisition and academic performance. 611 children, aged 10 years, who participated in this study, were assessed for cognitive functions that predominate in learning to read. The children were selected from schools belonging to areas with the same socioeconomic level. Absenteeism and neurodevelopmental disorders were two exclusion criteria. The study was conducted from December 2019 to the end of February 2020. A food frequency questionnaire was used to collect dietary information from the respondents. Descriptive and explanatory analyses were applied to the collected data. The study population's diet was varied, with a low consumption of fruits and vegetables. The number of meals/snacks eaten per day and the regularity of main meals was significantly and positively associated with the underlying reading skills. High consumption of fruits, vegetables, bread/starches, olive oil, vegetables, poultry, and water with low consumption of meats are behaviors consistently associated with better reading performance and academic achievement. Educating children to practice healthy eating habits can help them minimize academic difficulties and improve their learning abilities.